working with problem readers
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working with problem readers Document Transcript

  • 1. Republic of the Philippines Bulacan Agricultural State College Pinaod, San Ildefonso Bulacan Written Report inRemedial Instruction in English Reporter: Ma. Kristina F. Vinuya BEED I-A Professor: Dr. Alicia SP. Gomez
  • 2. Working with Problem ReadersA study of problem readers, then, must include the reality that classroom teachers notonly are in the best position to help students, but also are professionally responsible tocontinue the education of the students as in intelligently and efficiently as they can. Characteristics of Problem Readers 1. They do not read as well as their abilities indicate they should. They should not be judged by their reading skills in relation to their grade levels in school, but rather in relation to their potentials. 2. Students may be considered problem readers when, with the exception of a specific skill deficiency, all other measures of their reading are up to their levels of potential. 3. Students also may be considered problem readers when, in spite of reading skills in good relationship to their potential, they lack the desire to read.Ramifications of the Reading ProblemProblem readers are not only a problem to themselves but eventually cause problems inschool and at home.In SchoolIn school, where students often are pressured to achieve a certain grade level ofperformance, problem readers are source of never ending disappointments. Teachersmay react by giving up on them or by feeling that they are indifferent, lazy ortroublesome. Frustration by the rejection and the labels which they have received;problem readers either cannot or will not work independently.Not at all problems readers become school dropouts; however, the strained school-pupilrelationship increases dropout possibilities. Psychological dropouts are in every school;they generally create problems for both the teacher and students who are there to work.With PeersPeers often treat them kindly, it is not uncommon for problem readers to be teased andtaunted. They are not with the “in” group and are often found alone at play as well as inthe classroom. Rejection encourages them to seek companionship with others in the“out” group. A further complication is problem readers’ repetition of grade, which placesthem one year behind their peers.
  • 3. With ParentsParents become anxious when their children are not succeeding in school. They may tryto solve the problem by urging or forcing the children to make greater efforts. Studentsare not blind to this shame and rejection, and they too will look for someone to blame.By observing problem readers, it can be concluded that ramifications of their problemsare felt not only by themselves but also by the school, peers, and family. Their inabilityto solve their own problem causes the future to look dark indeed.